6. "Let no one discover the contempt with which you have treated her; for the world will condemn and abandon you for such behavior. And if it be even suspected, that you repay with ingratitude the good offices of your parents, you will inevitably forego the kindness of others; because no man will suppose that you have a heart to requite either his favors or his friendship."

7. Home! 't is the sacred depot of all that man holds dear in earthly existence the blessed spot where the unalloyed affections of the heart take root, spring up, and flourish. Home! 't is where innocence and childhood, untainted by crime, and uncontaminated with the follies of the world, can luxuriate in the consciousness of chastity and goodness. Home! 't is where the love of the devoted wife is hallowed by a faithful discharge of those marital duties, which enchain the husband of her choice in the heavenly bond of unity. Home! 't is that endeared, bright speck on the heart of man wherever he may roam.

EXERCISE II.

ORIGINAL THINKING. -H. EATON.

[In the following exercise, the pupil may point out such words as are accented on the second syllable; as in mys-te'-ri-ous, un-less', etc.]

1. The principle by which mind acts on mind, is mysterious and inexplicable. The fact is obvious, that the world is ruled by mental power. There are intellectual as well as physical forces. A strong mind when encountering a weaker, will as naturally move it, as a strong force in the material world will overcome a weaker. It is an old adage, passed into an unquestioned axiom, that "Knowledge is power." This is but a partial and imperfect expression of a great truth. Knowledge is not power, unless wielded by an intelligent agent, who knows how to use and apply it.

2. A man may have stuffed into his head all the contents of the Bodleian Library,* and his memory may be the treasure-house of all the facts in science, and yet be comparatively a weak man, who may pass through the world and die, without permanently influencing or changing the course of any individual. A mere acquaintance with facts, however extensive, does not give power. It is the comprehension of principles, and the ability to apply them in the varied circumstances in which he may be placed, which make a strong man intellectually.

3. Now a principle cannot be apprehended without thought. We may confidently assert, that mental power is generally obtained by hard thinking; and he alone possesses it, who has been accustomed to bring the power of his understanding to bear with such intensity of heat upon the subjects submitted to its action, as either to dissipate them in thin air, if they are intrinsically worthless, or to fuse them, and remold them into forms better suited to his purpose.

4. Such a man will be strong in himself; his power over others is irresistible. While resisting or modifying all influénces, however mighty and sweeping, coming in upon him from abroad, he sends out a strong and modifying influence over the exciting elements raging around him. He is himself an original source of influence. He stands firmly upon the adamantine rock of his own clear convictions, against which the turbulent waves of human opinion dash harmlessly, and break, and foam, and retire.

5. But from this immovable stand, he utters a voice which the elements hear and obey. Such a man, with respect to other men, is neither planetary nor reflective, but fixed and self-luminous. He pours a light abroad from the living

* Bod ́lei-an Libra-ry, a library in Oxford, England, said to number from 250,00€ 500,000 volumes of books, and about 80,000 manuscripts.

fountains of his own intelligence.

Who does not envy

power like this? It is truly the only power worth desiring or possessing..

6. What true dignity and sublimity encircles the brow of the mighty ruler of mind! Olympian Jove,* shaking the material heavens and earth with his nod, and hurling his thunders upon the aghast and discomfited giants, does not, with half that kingly majesty, dilate our strong conception, as a simple man, swaying, to and fro, a vast multitude of intelligent minds by the breath of his lofty eloquence, and demolishing the citadels of error by the might of his irresist ible logic.

EXERCISE III.

The Primary and Secondary Accents.

Besides the primary accent, which has been illustrated in the preceding exercises, there is another kind that usually occurs in words of more than two syllables, called the secondary accent. It is less forcible than the primary, and is marked thus ("); as in com"po-si'tion.

THE PRINCIPLES OF CLASSIFICATION.-ANON.

[In the following exercise, let the pupil point out the words having both the primary and secondary accents, and the syllables on which they respectively fall; as in clas"-si-fi-ca'-tion, etc.]

1. Classification is a process of mind with which all men are in some degree familiar. Yet few, perhaps, are fully

QUESTIONS. What kind of accent has been illustrated in the two preceding exercises? What other kind have some words? How is secondary accent distinguished from the primary? How is it marked? What is the design of exercise third? What words in the first verse are thus accented? Which syllable has the primary accent? Which, the secondary, etc.?

* O-lymʼpi-an Jove, in heathen mythology, the same as Jupiter, the name of the supreme deity among the ancient Greeks and Romans.

aware of the importance of its results. It produces system and order among the objects of our pursuit, and imparts regularity and method to the manner of pursuing them. If we analyze this process, we find the first act of the mind to be a comparison of objects with one another; a viewing of things in connection or juxtaposition.

2. This comparison is followed by a perception of resem blances. The attention is arrested by a similarity of qualities in objects, and, according to the points of resemblance, the mind naturally groups them together. The arrangement, or distribution thus produced, is termed classification.

3. In every such system, if it aspires to be a philosophical one, the order of resemblance should be the governing principle; and, in applying this principle, the essential qualities of things should be clearly distinguished from those that are only incidental. The former should be first assumed as the basis of distribution, and the latter would properly form the ground of a subsequent subdivision.

4. An analysis, conducted on this principle, which should distribute the various branches of knowledge into appropriate classes and subordinate divisions, and exhibit truly their connection, dependence, and relative importance, would be a most useful auxiliary in the prosecution of science.

5. It would not only facilitate the progress of the inquirer, but would give an additional value to his attainments, by rendering them more available for useful ends. Nor, indeed, is this all the advantage that would result from it. The very action of the mind in studying a complete and comprehensive system, in tracing its relations and proportions, the fitness of its parts and the adaptation of the whole, is a most useful exercise, and constitutes one of the best kinds of mental discipline.

6. The habit of classifying is attended with a two-fold ad vantage. Its influence is exerted at the same time upon the nertal faculties, and upon the objects to which those facul

ties are directed. While it simplifies science, and renders the subjects of knowledge easier to grasp, it also invigorates the intellect, and increases its power of grasping.

7. Though all men resort, more or less, to this process in the ordinary affairs of life, yet the manner and degree in which it is employed, vary as widely in different individuals, as the qualities of the mind. A propensity to classify is the attribute of a reasoning mind. It both implies and confers mental energy, and, when strongly developed, is a highly intellectual endowment. The process is, in fact, a method of analysis. It is an instrument of thought, penetrating into the nature of things and investigating their relations, reducing chaos to order, and bringing harmony out of confusion.

CHAPTER III.

SENTENCES.

A SENTENCE, says Dr. Webster, is a number of words containing complete sense, or a sentiment, and followed by a full pause.

1. Sentences are of two kinds; simple and compound.

2. A simple sentence consists of one subject, and one finite verb; as, Trees grow. The sun shines. Man's days are numbered.

3. A compound sentence contains two or more subjects and finite verbs; as, Be sincere in all your words, prudent in all your actions, obliging in all your manners, and men will commend you.

QUESTIONS. What is a sentence? How many kinds of sentences are there, and what are they called? What a simple sentence? What is a compound sen 'ence